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Evaluation of effectiveness of CDI’s Mate-Tricks Pro-Social Behaviour After-School Programme Figure 4.2: Effects of Mate-Tricks on children’s mean post-test conflict tactics scores, by Special Educational Need (SEN) *Mean Post-Test Scores CT 4.3.4 Family Affluence/Poverty Family affluence/poverty was measured by children completing a revised version of the Family Affluence Scale (Kehoe and O’Hare, 2010). No evidence was found of any significant influence of family affluence/poverty in relation to the programme effects. However, one outcome approached significance – ‘supportive parenting’ was negatively influenced by family affluence/poverty (p=0.54). In essence, the programme encouraged an undesirable reduction in supportive parenting in families of children reporting low levels of affluence, but not to a significant degree. 4.3.5 Child sessions The children in the intervention group received an average of 23.00 sessions (sd=19.81), which equated to an average of 34.5 hours contact time per child. The minimum number of sessions received was 0 and the maximum was 57. The analysis found that children who attended the programme more often had slightly different outcomes, with an increase in child-reported conflict tactics (p=0.001) and also one adverse result, with an increase in authoritarian parenting (p=0.035). 4.3.6 Parent sessions The parents in the intervention group received an average of 2.34 sessions (sd=2.64), which equated to an average of 3.51 hours contact time per parent. The minimum number of sessions received was 0 and the maximum was 9. This variable was one of the most influential variables. Parents/guardians attending more often had more positive outcomes: an increase in child-reported pro-social behaviour (p=0.002); a reduction in child-reported anti-social behaviour on the PSBQ (p=0.038); a decrease in parent-reported anti-social behaviour on the CBCL (p=0.048); a decrease in teacherreported ADHD behaviours; an increase in conflict tactics (p
in teacher-reported trait emotional intelligence (p=0.009); an increase in child-reported trait emotional intelligence (p=0.014); and an increase in school attendance (p=0.030). The first of these results (i.e. the influence of parents’ attendance on child-reported anti-social behaviour) is represented in Figure 4.3. This shows that with increasing numbers of sessions attended by parents, there was a resultant decrease in post-test anti-social behaviour scores on the PSBQ as reported by the children. Parents attending 4 sessions brings reported anti-social behaviour (mean = 1.59) below the intervention group mean (mean = 1.60). Figure 4.3: The influence of parents’ attendance at Mate-Tricks sessions on post-test anti-social behaviour *Post Test Anti-Social Behaviour 4.3.7 Child satisfaction Generally, children’s satisfaction ratings of Mate-Tricks were a substantial source of significant predictions of child outcomes. Child satisfaction with Mate-Tricks session behaviour, tasks and facilitator dispositions all had specific influences, each of which is discussed below. The child’s views of general behaviour within the sessions Chapter 4: Findings This variable was constructed from children’s views of the behaviour of children in Mate-Tricks sessions. Favourable views significantly predicted several desirable outcomes: an increase in child-reported pro-social behaviour (p=0.001); a decrease in child-reported anti-social behaviour on the CBCL (p=0.028); an increase in positive relationships with the child’s mother (p=0.027); a decrease in liberal parenting (p=0.020); an increase in teacher-reported trait emotional intelligence (p=0.012); and an increase in child-reported trait emotional intelligence (p=0.021). 39
Page 1: Evaluation of the Effectiveness of
Page 4 and 5: Additional contributors In particul
Page 6 and 7: 5. Process Evaluation 41 5.1 Introd
Page 8 and 9: CDI Response to the Evaluation of t
Page 10 and 11: Acknowledgements The Research Team
Page 12 and 13: List of Figures Figure 3.1: Flow di
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